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LGBT+ Health Teaching within the Undergraduate Medical Curriculum

Salkind, J; Gishen, F; Drage, G; Kavanagh, J; Potts, HWW; (2019) LGBT+ Health Teaching within the Undergraduate Medical Curriculum. International Journal of Environmental Research and Public Health , 16 (13) , Article 2305. 10.3390/ijerph16132305. Green open access

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Abstract

INTRODUCTION: The lesbian, gay, bisexual, and transgender (LGBT+) population experience health and social inequalities, including discrimination within healthcare services. There is a growing international awareness of the importance of providing healthcare professionals and students with dedicated training on LGBT+ health. // METHODS: We introduced a compulsory teaching programme in a large London-based medical school, including a visit from a transgender patient. Feedback was collected across four years, before (n = 433) and after (n = 541) the session. Student confidence in using appropriate terminology and performing a clinical assessment on LGBT+ people was assessed with five-point Likert scales. Fisher exact tests were used to compare the proportion responding "agree" or "strongly agree". // RESULTS: Of the students, 95% (CI 93-97%) found the teaching useful with 97% (96-99%) finding the visitor's input helpful. Confidence using appropriate terminology to describe sexual orientation increased from 62% (58-67%) to 93% (91-95%) (Fisher p < 0.001) and gender identity from 41% (36-46%) to 91% (88-93%) (p < 0.001). Confidence in the clinical assessment of a lesbian, gay or bisexual patient increased from 75% (71-79%) to 93% (90-95%) (p < 0.001), and of a transgender patient from 35% (31-40%) to 84% (80-87%) (p < 0.001). // DISCUSSION: This teaching programme, written and delivered in collaboration with the LGBT+ community, increases students' confidence in using appropriate language related to sexual orientation and gender identity, and in the clinical assessment of LGBT+ patients.

Type: Article
Title: LGBT+ Health Teaching within the Undergraduate Medical Curriculum
Open access status: An open access version is available from UCL Discovery
DOI: 10.3390/ijerph16132305
Publisher version: https://doi.org/10.3390/ijerph16132305
Language: English
Additional information: © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/ licenses/by/4.0/).
Keywords: LGBT, curriculum development, decolonizing the curriculum, gay, lesbian, medical education, transgender, undergraduate medical education
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences > UCL Medical School
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Health Informatics
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Health Informatics > CHIME
URI: https://discovery.ucl.ac.uk/id/eprint/10077142
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